The STEM Equity Pipeline

Transcription

1 The STEM Equity Pipeline California Association of Regional Occupational Centers and Programs Conference Palm Springs, CA Thursday, November 15, 2012

2 National Alliance for Partnerships in Equity NAPE is a consortium of state and local education and workforce development agencies, businesses, and national organizations committed to the advancement of equity and diversity in classrooms and workplaces

3 National Alliance for Partnerships in Equity Mission to expand career options and the economic potential of America s workforce by collaborating with stakeholders to build the capacity of teachers, administrators, parents, and employers.

4 NAPE s Lines of Business Technical Assistance Public Policy (Advocacy) Research & Evaluation Professional Development Special Populations Nontraditional Career Preparation STEM Equity Pipeline NAPE & NAPEEF 2012

5 NAPE Website Screen shot of NAPE website if internet access is not available

6 Career and Technical Education in the National Dialogue

7 Recent Reports of Interest Pathways to Prosperity Harvard Graduate School of Education

8 Recent Reports of Interest Center on Education and the Workforce, Georgetown University

9 Recent Reports of Interest Enterprising Pathways: Toward a National Plan of Action for Career and Technical Education

10 Recent Reports of Interest Investing in America s Future: A Blueprint for Transforming Career and Technical Education

11 Recent Reports of Interest Building Blocks For Change What it Means to be Career Ready

12 Curriculum and Standards Common Core Standards in Mathematics Next Generation Standards in Science Common Career Technical Core Standards

13 Why all the buzz about STEM?

14 NAPE s Definition of STEM Seven Career Clusters Science, Technology, Engineering and Math Agriculture, Food and Natural Resources Health Science Information Technology Manufacturing Transportation, Distribution and Logistics Architecture and Construction

15 Figure 1. Projected Growth in Employment in Selected STEM Occupations, Total employment (STEM and non-stem) Why Do We Need to Encourage Students to Study STEM? 10% Engineering 11% Computer support specialists 14% Biological technicians 18% Life and physical sciences 19% Environmental engineering technicians 30% 0% 5% 10% 15% 20% 25% 30% 35% Source: See Notes Page NAPE-EF 2012 Source: Bureau of Labor Statistics. 2010b. Occupational Outlook Handbook, Edition.

16 Why Do We Need to Encourage Students to Study STEM? In the last 50 years, more than half of America s sustained economic growth was fueled by engineers, scientists and advanced-degree technologists, a mere 5% of America s 132 million-person workforce. (1) Aging STEM workforce- DOD, NASA and NIH STEM workers eligible to retire will more than double by (1) Source: See Notes Page NAPE-EF 2012

17 Why Do We Need to Encourage Students to Study STEM? The National Bureau of Labor Statistics projects that our greatest needs will be in computerrelated field that propel innovation across the economy. By the year 2050, 85% of the entrants into the workforce will be people of color and women. Promoting scientific literacy among all the nation s people integral to an educated citizenry NAPE-EF 2012

18 Why Do We Care if Women and Minorities Become Engineers and Scientists? As a consequence of a lack of diversity we pay an opportunity cost, a cost in designs not thought of, in solutions not produced. Source: Dr. Bill Wulf, Past President, National Academy of Engineering If we do not engage women and minorities in the engineering enterprise, we are ignoring more than 50% of America s intellectual talent. Source: Bostonworks.com NAPE-EF 2011

19 Status of Women and Girls in STEM

20 Girls performance and participation in math and science subjects in high school has improved over time and, in some cases, has surpassed that of boys. NAPE-EF 2012

21 8 7.5 In high school, both boys and girls are earning more credits in math and science over time, and girls earn more credits than boys do. High School Credits Earned in Math and Science, by Gender, Course Credits Girls Boys High School Graduation Year Source: U.S. Department of Education, National Center for Education Statistics, 2007, The Nation's Report Card: America's high school graduates. Results from the 2005 NAEP High School Transcript Study, by C. Shettle et al. (NCES ) (Washington, DC: Government Printing Office). NAPE-EF 2012

22 Biology High school girls are more likely to take biology, chemistry, and pre-calculus than boys are, but girls are less likely to take physics. Percentage of High School Graduates Who Took Selected Math and Science Courses in High School, by Gender, Boys Girls Chemistry Physics Precalculus Calculus Engineering Source: National Center for Education Statistics. (2007). Digest of Education Statistics. NAPE-EF 2012

23 Female high school graduates now also earn higher GPAs, on average, in math and science, than their male peers do. Grade Point Average in High School Mathematics and Science (Combined), by Gender, Source: U.S. Department of Education, National Center for Education Statistics, 2007, The Nation's Report Card: America's high school graduates: Results from the 2005 NAEP High School Transcript Study, by C. Shettle et al. (NCES ) (Washington, DC: Government Printing Office). NAPE-EF 2012

24 On average, boys perform better than girls do on Advanced Placement (AP) tests in math and science. Average Scores on Advanced Placement Tests in Mathematics and Science Subjects, by Gender, 2009 Source: Retrieved November 11, 2009, from the College Board website at NAPE-EF 2012

25 100.00% 90.00% 80.00% 70.00% 60.00% 50.00% 40.00% 30.00% 20.00% 10.00% 0.00% CTE Secondary Female Enrollment in U.S. by Career Cluster,

26 Despite the positive trends in high school, the transition from high school to college is a critical time for young women in STEM (science, technology, engineering, and mathematics). NAPE-EF 2012

27 100.0% 90.0% 80.0% 70.0% 60.0% 50.0% 40.0% 30.0% 20.0% 10.0% 0.0% CTE Post-Secondary Female Enrollment in U.S. by Career Cluster,

28 In 2007, women earned 27.5% of all sub-baccalaureate awards in STEM, down from 33.8% in 1997

29 14% to White women 3.3% to African American women 2.2% to Hispanic women 1.3% to Asian, Native Hawaiian, and Pacific Islander women Percentage of associates degrees awarded to women in STEM has declined in the past 8 years

30 Women are less likely than men are to declare a STEM major in college. Intent of First-Year College Students to Major in Science and Engineering Fields, by Gender, Physical sciences Mathematics/ statistics Engineering Computer sciences Biological/ agricultural sciences Percentage Female Male Source: Commission on Professionals in Science and Technology. Data derived from Cooperative Institutional Research Program, Higher Education Research Institute, Graduate School of Education and Information Studies, University of California, Los Angeles, The American Freshman: National Norms for Fall 1990 through Fall 2006, NAPE-EF 2012

31 Women have earned the majority of bachelor s degrees since ,000, ,000 Bachelor's Degrees Conferred, by Gender, to Males Females Number of Degrees 800, , , , , , , ,000 0 Source: Snyder, T.D., Dillow, S.A., and Hoffman, C.M. (2009). Digest of Education Statistics 2008 (NCES ). National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Washington, DC. Year NAPE-EF 2012

32 70.0% 60.0% 50.0% 40.0% 30.0% 20.0% 10.0% Women s representation among STEM bachelor s degree holders has improved over time but varies by field. Bachelor s Degrees Earned by Women in Selected Fields, % Biological and Agricultural Sciences Chemistry Mathematics Earth, Atmospheric and Ocean Sciences Physics Engineering Computer Science Source: National Science Foundation, Division of Science Resources Statistics, 2008, Science and engineering degrees: (Detailed Statistical Tables) (NSF ) (Arlington, VA), Table 11, Author's analysis of Tables 34, 35, 38, & 39. NAPE-EF 2012

33 60 Women are underrepresented in many science and engineering occupations. Percentage of Employed STEM Professionals Who Are Women, Selected Professions, Biological scientists Chemists and materials scientists Environmental scientists and geoscientists Computer scientists and systems analysts Computer programmers Computer software engineers Chemical engineers Civil engineers Electrical and electronics engineers Mechanical engineers Source: U.S. Department of Labor, Bureau of Labor Statistics, 2009, Women in the labor force: A databook (Report 1018) (Washington, DC), Table 11. NAPE-EF 2012

34 What is NAPE doing to move the needle?

35 STEM Equity Pipeline Goals To increase the academic performance, retention, completion and transition of significantly more diverse female students in STEM programs of study

36 STEM Equity Pipeline Goals Build the capacity of the formal education community to provide high quality professional development on gender equity in STEM education Institutional transformation Classroom transformation Institutionalize the implemented strategies by connecting the outcomes to existing accountability systems Broaden the commitment to gender equity in STEM education

37 Professional Development for Educators: STEM (including CTE) Access, Equity, Diversity STEM Equity Pipeline TM STEM Equity Training for Inst. Change STEM Equity Teacher Training STEM Equity Counselor Training Tools & Resources Working with institutional leaders (administrators, dept heads, etc.) to improve enrollment, retention & completion of girls & underrepresented populations in STEM courses Training teachers to use pedagogy that improves enrollment, retention & completion of girls & underrepresented populations in STEM courses Coaching counselors to encourage girls and underrepresented populations in STEM careers Tools to support teachers & counselors learning and assist their students, e.g., camps, partner orgs, books

38 PIPE-STEM: Program/Pedagogy Improvement Process for Equity in STEM Explore Assess Phase One Orientation Phase Two Data and Root Cause Analysis Phase Three Implementation and Evaluation Act Assess Organize Assess Discover Assess Select NAPEEF 2012

39 Micromessaging to Reach and Teach Every Student Transforming Pedagogy Phase I : Data Collection and Analysis Phase II: E-Learning Content Knowledge Phase III Workshop Phase IV: Capstone - Action Research Project Phase V: Implementation Plan

40 Micromessaging to Reach and Teach Every Student Instructional Units Setting the Stage Women in STEM The Influence of Micromessages Neuroscience Link to Learning Social Theories of Achievement Influence of Culture Career Development The Equitable Classroom

41 STEM Careers Counselor Training Goal: to support career counselors efforts to highlight STEM careers in a context that appeals to a diversity of students, their cultures, and their values. Currently a high quality workshop focusing on engineering building an intensive equity professional development program for secondary and college career counselors.

42 IMPACT NAPE & NAPEEF 2012

43 Summative Measurement Increased Enrollment Females Males

44 Increased Enrollment of Girls in STEM Related Programs of Study in One Year

45 Significant results to note High School female enrollment increases- AP Physics: 18% -> 28% AP Chemistry: 35% -> 53% IED: 10% -> 16% CEA: 4% -> 18% POE: 3% -> 7%

46 Results Community college invited middle school girls enrolled in the PLTW Gateway program to the campus where they were introduced to various engineering career fields through speakers and projects. 40% said they would like to pursue a STEM career, with 11% specifically stating Engineering 83% of the girls said that they would like to take an engineering class in high school. The next fall, 7 ninth grade girls enrolled in the PLTW introduction to engineering course (previously there was only one ninth grade girl enrolled) and 18 ninth grade girls enrolled in beginning drafting.

47 Results After hiring a female teachers aide in the auto technology program enrollment of women increased from 4-15 in one semester

48 After conducting targeted recruitment events the aviation maintenance program had 7 women enroll after never having women in the program

49 Results Nuclear engineering program graduated its first class in 2012 including 6 (25%) women and 7 (30%) women are enrolled this Fall After implementing a capstone project faculty are reporting increased achievement (grades) and retention of female students data to be collected in January 2013.

50 Micromessaging Training Passing Test - 3 yr avg boys girls ngt boys ngt girls gt boys gt girls Comparing the number of AP Physics tests passed by all girls in 2003,(before the programs started) and 2010, there is a 5x increase.

51 Gender Equity Training 80% % Passing Test - 3 yr avg 70% 60% 50% 40% 30% 20% 10% 0% boys girls ngt boys ngt girls gt boys gt girls Both boys and girls of the teachers that had Gender Equity training are passing at 20-30% points higher than students of teachers without the training

52 Increased Achievement Micromessaging curriculum implemented with physics teachers student passage rates on the AP physics exam increased 4 times more female students 4 times more African Americans students 6 times more Hispanic students

53 Have Your School Become and Affiliate Member

54 Resources

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56 Online Resource Collection NAPE Developed Tools Taking the Road Less Traveled Destination Success Parent Magazine Tip sheets Training modules More Webinars Live and Archived Listserv Resources

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58 Partners in California California Joint Special Populations Advisory Committee Linking Education and Economic Development Folsom Cordova Unified School District San Jose Unified School District

59 Questions Mimi Lufkin, Chief Executive Officer Claudia Morrell, Chief Operations Officer Courtney Reed Jenkins, Director of Professional Development National Alliance for Partnerships in Equity P.O. Box 369, Cochranville, PA phone fax